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Author: Danny Bernard Martin
Publisher: Routledge
Published: 2000
Total Pages: 231
ISBN-13: 1135676224
DOWNLOAD EBOOKBrings together theory & methods from cultural & cog. perspectives to examine forces contributing to why a dispropriate no. of African-Amer. students don't reach their potential in math & are then underrepresented in professions requiring math skills.
Author: Danny Bernard Martin
Publisher: Routledge
Published: 2000-01-01
Total Pages: 313
ISBN-13: 1135676216
DOWNLOAD EBOOKNo matter how mathematics achievement and persistence are measured, African Americans seem to lag behind their peers. This state of affairs is typically explained in terms of student ability, family background, differential treatment by teachers, and biased curricula. But what can explain disproportionately poor performance and persistence of African-American students who clearly possess the ability to do well, who come from varied family and socioeconomic backgrounds, who are taught by caring and concerned teachers, and who learn mathematics in the context of a reform-oriented mathematics curriculum? And, why do some African-American students succeed in mathematics when underachievement is the norm among their fellow students? Danny Martin addresses these questions in Mathematics Success and Failure Among African-American Youth, the results of a year-long ethnographic and observational study of African-American students and their parents and teachers. Mathematics Success and Failure Among African-American Youth goes beyond the conventional explanations of ability, socioeconomic status, differential treatment, and biased curricula to consider the effects of history, community, and peers--and the individual agency that allows some students to succeed despite these influences. Martin's analysis suggests that prior studies of mathematics achievement and persistence among African Americans have failed to link sociohistorical, community, school, and intrapersonal forces in sufficiently meaningful ways, and that they suffer from theoretical and methodological limitations that hinder the ability of mathematics educators to reverse the negative achievement and persistence trends that continue to afflict African-American students. The analyses and findings offered in Martin's book lead to exciting implications for future research and intervention efforts concerning African-American students--and other students for whom history and context play an important role. This book will be useful and informative to many groups: mathematics education researchers, education researchers interested in the social context of learning and teaching, policymakers, preservice and in-service teachers, students, parents, and community advocates. It will also be of interest to readers concerned with multicultural education, cross-cultural studies of mathematics learning, sociology of education, Black Studies, and issues of underrepresentation in science and mathematics.
Author: Danny Bernard Martin
Publisher: Routledge
Published: 2010-06-21
Total Pages: 375
ISBN-13: 1135590966
DOWNLOAD EBOOKWith issues of equity at the forefront of mathematics education research and policy, this collection offers authoritative scholarship that sheds light on the ways that young black learners experience mathematics in schools and their communities.
Author: Jacqueline Leonard
Publisher: IAP
Published: 2013-03-01
Total Pages: 397
ISBN-13: 1623960819
DOWNLOAD EBOOKThis book is a critically important contribution to the work underway to transform schooling for students who have historically been denied access to a quality education, specifically African American children. The first section of the book provides some historical perspective critical to understanding the current state of education in the U.S., specifically for the education of African American children. The following sections include chapters on policy, learning, ethnomathematics, student identity, and teacher preparation as it relates to the mathematical education of Black children. Through offering “counternarratives” about mathematically successful Black youth, advocating for a curriculum that is grounded in African American culture and ways of thinking, providing shining examples of the brilliance of Blacks students, and promoting high expectations for all rather than situating students as the problem, the authors of this book provide powerful insights related to the teaching and learning of mathematics for African American students. As is made evident in this book, effective teaching involves much more than just engaging students in inquiry-based pedagogy (Kitchen, 2003). The chapters offered in this book demonstrate how mathematics instruction for African American students needs to take into account historical marginalization and present-day policies that do harm to Black students (Kunjufu, 2005). Empowering mathematics instruction for African American students needs to take into consideration and promote students’ cultural, spiritual, and historical identities. Furthermore, mathematics instruction for African American students should create opportunities for students to express themselves and the needs of their communities as a means to promote social justice both within their classrooms and communities.
Author: Christopher C. Jett
Publisher: Teachers College Press
Published: 2022
Total Pages: 209
ISBN-13: 0807767409
DOWNLOAD EBOOK"This book examines the experiences of a cohort of 16 Black male math majors. It amplifies the participants' voices to chronicle their persistence in the major. Using Black masculinity and critical race theory, the author employs an asset-based approach to tell a captivating story about this cohort within a racially affirming learning community. This book showcases the nation's top producer of Black male math majors, extends the knowledge base regarding HBCUs' multigenerational legacy of success, and makes a significant contribution to the growing body of discipline-based education research. In so doing, the author provides recommendations for families, educators, policymakers, and researchers to improve Black boys' and men's mathematics achievement outcomes"--
Author: D.T. Slaughter-Defoe
Publisher: Karger Medical and Scientific Publishers
Published: 2012-05-10
Total Pages: 133
ISBN-13: 3805599838
DOWNLOAD EBOOKIn contemporary societies children’s racial identity is co-constructed in response to racial stereotyping with extended family, peers and teachers, and potent media sources. The studies in this volume take cognizance of earlier research into skin color and racial stereotyping, but advance its contemporary implications. Developmental trajectories of racial attitudes of Black and White children, examining recent empirical research from the perspective of theorizing associated with experimental studies of stereotyped-threat are discussed. Reviewed are also the theoretical and empirical role of media images in influencing the race-related images as well as the PVEST theoretical model in considering the significance of parental racial messages and stories. The last paper argues that youth can be victimized by racial/cultural stereotyping despite being majority-Black cultural members. Interdisciplinary commentaries by scholar-researchers are given for each chapter.Researchers, academicians, and practitioners will find in this publication a succinct update, inclusive of references and bibliographies, regarding the latest information in the development and socialization of racial attitudes and racial stereotyping.
Author: Brian Greer
Publisher: Routledge
Published: 2009-05-20
Total Pages: 401
ISBN-13: 1135593345
DOWNLOAD EBOOKThis critical new collection presents mathematics education from a culturally responsive perspective and offers a broad perspective of mathematics as a significant, liberating intellectual force in our society.
Author: Nenad Radakovic
Publisher: Springer Nature
Published: 2020-05-22
Total Pages: 292
ISBN-13: 3030442926
DOWNLOAD EBOOKThis book examines the current state of the field of mathematics pre-service teacher education through the theme of borders. Borders are ubiquitous; they can be used to define, classify, organize, make sense of, and/or group. There are many ways that the concept of a border illuminates the field of mathematics pre-service teacher education. Consequently, there are a multitude of responses to these borders: researchers and practitioners question, challenge, cross, blur, and erase them. Chapters include the following topics: explorations of mathematics across topics (e.g., geometry, algebra, probability) and with other disciplines (e.g., science, the arts, social sciences); challenging gender, cultural, and racial borders; exploring the structure and curriculum of teacher education programs; spaces inhabited by teacher education programs (e.g., university, community); and international collaborations and programs to promote cross-cultural sharing and learning. The book targets a readership of researchers and graduate students in integrated education studies, teacher education, practitioners of mathematics education, curriculum developers, and educational administrators and policy makers.
Author: Freeman A. Hrabowski III
Publisher: Oxford University Press
Published: 2002-02-07
Total Pages: 288
ISBN-13: 0190284366
DOWNLOAD EBOOKWhen Beating the Odds: Raising Academically Successful African American Males appeared in 1998, it was hailed as "a crucial book" (Baltimore Sun) and "undoubtedly one of the most important tools the African American parent can possess" (Kweisi Mfume, President NAACP). Now, in response to enormous demand, the authors turn their attention to African American young women. Statistics indicate that African American females, as a group, fare poorly in the United States. Many live in single-parent households-either as the single-parent mother or as the daughter. Many face severe economic hurdles. Yet despite these obstacles, some are performing at exceptional levels academically. Based on interviews with many of these successful young women and their families, Overcoming the Odds provides a wealth of information about how and why they have succeeded--what motivates them, how their backgrounds and family relationships have shaped them, even how it feels to be a high academic achiever. They also discuss the challenges of moving into African American womanhood, from maintaining self-esteem to making the right choices about their professional and personal lives. Most important, the book offers specific and inspiring examples of the practices, attitudes, and parenting strategies that have enabled these women to persevere and triumph. For parents, educators, policy makers, and indeed all those concerned about the education of young African American women, Overcoming the Odds is an invaluable guidebook on creating the conditions that lead to academic-and lifelong-success.
Author: Nicole M. Joseph
Publisher: Harvard Education Press
Published: 2022-08-16
Total Pages: 247
ISBN-13: 1682537757
DOWNLOAD EBOOKMaking Black Girls Count in Math Education explores the experiences of Black girls and women in mathematics from preschool to graduate school, deftly probing race and gender inequity in STEM fields. Nicole M. Joseph investigates factors that contribute to the glaring underrepresentation of Black female students in the mathematics pipeline. Joseph’s unflinching account calls attention to educational structures and practices that contribute to race- and gender-based stratification in science, technology, engineering, and mathematics disciplines. The author also disentangles a complex network of historical and sociopolitical elements that influence the perception and experiences of Black girls and women both inside and outside of mathematics education. In her clear-eyed assessment of the intersectional difficulties facing this marginalized group, Joseph offers a critical view of the existing mathematics education research, practice, and policies that have neglected Black girls and women; confronts the problematic history of mathematics education policy; and considers imbalances in the current teacher workforce in US mathematics programs. She then provides practical, actionable suggestions for reform. Joseph invites students, families, and educators, as well as researchers, policy makers, and other relevant stakeholders to disrupt systems, structures, and ideologies. She calls for an end to racism and sexism in many areas of mathematics education, including learning environments, curriculum design and implementation, and testing and assessments. An essential read for anyone concerned about supporting the mathematical learning and development of Black girls and women, this work advocates for coalition-building so that greater, more equitable opportunities for learning and engagement may be offered to Black female students.
